The experience of citizenship and its formal asset have undergone changes, because of the movement of people and because of the progressive multiculturality of cotemporary societies. It is evident that there is a pluralisation of citizenship forms both as a structural data - coexistence of different citizenships within the same territory - and as multiple expression in the individual (micro) and social (macro) experience. Citizenship is a manifold concept bound to society and to the culture in which it expresses itself. It is bound to the dimension of individual rights and freedom, but also to the processes of recognising a full dignity of each person and the right of difference and diversity (Marshall, 1950; Kymlicka, 1995; Council of Europe, 2008). Citizenship has always been at the heart of education and of the development of educational systems, both as a social task that modern society reverses on the school (form the citizen with rights and duties) and as a concept that summarises the question of equal opportunities before education (Nesse Network, 2008; Commission of the European Communities, 2008). In the paper - through the analysis of the results of a statistical investigation carried out on a sample of 1314 Italian and foreign preadolescents attending secondary school in the Abruzzo Region (Italy) - the following topics have been considered: the question of the changing idea of citizenship and the necessity to reconsider citizenship with an expression of the universal applications of human rights with particular ones of single national facts and of single groups or people; the question of the right to be education and of the interventions that allow the full implementation of such a right (invest in the intercultural curriculum, welcoming practices, intensive curse for students just arrived finalize at favouring the acquisition of the language of the destination country, certifying linguistic competences, forming teachers, valorising plurilinguism, orienteering). In this context, the concept of human capital is reconsidered considering two other key concepts, those of social capital and cultural capital (Bourdieu, 1980; Coleman, 1988; Portes, Rumbaut, 2001). Citizenship dimension emerges as a wide program to realize new forms of inclusion, belonging, integration at a political-juridical, economic and social level.
Multiethnic Societies, Citizenship/ Citizenships and Intercultural Education
Contini R;
2012-01-01
Abstract
The experience of citizenship and its formal asset have undergone changes, because of the movement of people and because of the progressive multiculturality of cotemporary societies. It is evident that there is a pluralisation of citizenship forms both as a structural data - coexistence of different citizenships within the same territory - and as multiple expression in the individual (micro) and social (macro) experience. Citizenship is a manifold concept bound to society and to the culture in which it expresses itself. It is bound to the dimension of individual rights and freedom, but also to the processes of recognising a full dignity of each person and the right of difference and diversity (Marshall, 1950; Kymlicka, 1995; Council of Europe, 2008). Citizenship has always been at the heart of education and of the development of educational systems, both as a social task that modern society reverses on the school (form the citizen with rights and duties) and as a concept that summarises the question of equal opportunities before education (Nesse Network, 2008; Commission of the European Communities, 2008). In the paper - through the analysis of the results of a statistical investigation carried out on a sample of 1314 Italian and foreign preadolescents attending secondary school in the Abruzzo Region (Italy) - the following topics have been considered: the question of the changing idea of citizenship and the necessity to reconsider citizenship with an expression of the universal applications of human rights with particular ones of single national facts and of single groups or people; the question of the right to be education and of the interventions that allow the full implementation of such a right (invest in the intercultural curriculum, welcoming practices, intensive curse for students just arrived finalize at favouring the acquisition of the language of the destination country, certifying linguistic competences, forming teachers, valorising plurilinguism, orienteering). In this context, the concept of human capital is reconsidered considering two other key concepts, those of social capital and cultural capital (Bourdieu, 1980; Coleman, 1988; Portes, Rumbaut, 2001). Citizenship dimension emerges as a wide program to realize new forms of inclusion, belonging, integration at a political-juridical, economic and social level.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
